Unit: Floods

Created by: Jessica Wewers

For: Ed 357

Description of Unit: This unit is designed to teach students about flash flooding as a result of excessive rainfall
and river overflow. The 4th grade students that this unit was designed for live near or in a flood plain. The
purpose it to teach these students about their surrounding environment. The overall goal of the unit is to
understand why certain areas flood more than others and how to defend against flash flooding. The overall
enduring understanding is scientists examine cause and effect to see relationships between organisms, places,
things, ideas, and events. The unit standard from NGSS is 4-ESS3-2. Generate and compare multiple solutions
to reduce the impacts of natural Earth processes on humans.

.
 Lesson # 1 of 4

Name: Jessica Wewers Content Area: Science- Floods

Date: 9/28/17 Grade Level: 4th

Goal(s):
CCSS.ELA-Literacy.W.4.2.b
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related
to the topic.

Planning:
This lesson involves a class of 4th grade students. A few of the students live in a floodplain so they will be able
to contribute a first-hand perspective on the effects of flooding. They will be able to implement their own
knowledge when participating in class discussions. Most students in the classroom have not been taught about
flooding in an in depth manner. Some students may have heard about flash flooding from the recent rainfalls on
the news. The purpose of this lesson is to inform my students about the effects of flooding and how they might
counteract it in their own communities. The recent rainfall has created flooding in the surrounding
neighborhoods of the school. This lesson is designed to begin engaging the students in a journey to understand
why. One of the students has a hearing impairment so he will be shown the video on a laptop with headphones
for him to hear clearly. Total time for lesson: 30 minutes.

Objective(s): Objectives
Students will recall information about flooding that they hear from the
:
video by writing a list of 3 facts on a sheet of paper.

Vocabulary
Flood, natural disaster, floodplain, flash flood, dam, levee, evaporate, soil
Language Function
Inform (from prior knowledge and the video)
Informal: Students will recall prior knowledge to create a class brain storm about floods.
Assessment: Formal: Students will record 3 facts about floods on a sheet of paper.

Materials Needed:

o National Geographic video on Floods - http://www.nationalgeographic.com/environment/natural-

disasters-weather/
o Laptop/headphones for student
 o White board
o Dry erase markers
o Paper
o Pens/pencils

Procedures:

(2-5 min) Introduction With a show of hands, how many of you have heard of a flood? (Pick one student
raising their hand) What is a flood? Write what student says on the board. Call for other students to contribute
their background knowledge as well. Please take out a piece of paper and a pencil or pen.
(15 min) Engagement/participation Now we will watch a video as an introduction to floods as a class. As
you are watching, write down 3 facts from the video on your paper. After the video is over we will be sharing
these together. (Show video *set up the laptop and headphones ahead of time for the student who needs
assistance*)
- At your tables, share and discuss what you learned from the video. (allow about 5 minutes for
discussion)
- What new information did you hear from the video? Did any of the information reinforce what we
already knew? (Call on different students from tables to share information and write what they share on
the board)
(5-7 min) Closure/Practice Think about what you knew about floods, what you have now learned about
floods, and think of one thing that you want to know about floods. You have 2 minutes to write it on the bottom
of your sheet of paper with your ideas on it. Tomorrow we will explore how water interacts with different types
of soil to help us understand why some areas flood while others do not. Have students turn in the sheets with
their three facts on it.
 Lesson # 2 of 4

Name: Jessica Wewers Content Area: Science- Floods

Date: 9/28/17 Grade Level: 4th

Goal(s):
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of
different aspects of a topic.

Planning:
This lesson takes the introductory knowledge that they received on what floods are and gives them the
opportunity to test reasons why certain areas may flood easier than others. Students will physically explore the
difference in soils to gain an idea of what type of soil makes up a flood plain. Note: Prior to this lesson, students
should be able to conduct science experiments in groups, fill out data charts, and write a conclusion. Also,
students are advised to wear old clothing that they do not mind getting dirty. Total time for lesson: 30 minutes.

Objective(s): Objectives
Students will analyze data from their soil testing to write a 1-2 paragraph
:
conclusion from their experiment.

Vocabulary
Silt, sand, clay, floodplain, flood, permeability, soil, analyze, conclusion
Language Function
Analyze (data for conclusion)
Informal: Students will fill out their data recording sheets with information from the
Assessment: experiment.
Formal: Students will write a 1-2 paragraph conclusion about what type of soil is
found in the floodplain and why it retains water.

Materials Needed:

o Silt, clay, and sandy soil

o 2 clear buckets 1 with silt, sand and clay; the other with just silt and sand
o 6 baskets of soils 3 with dry versions of the soils; 3 with damp versions of the soils
o Two 1 liter bottles
o 3 cups of water (to dampen the soil)
o Data collection sheet
o Pencils

Procedures:
(2-5 min) Introduction Yesterday we learned a bit about flooding. Pass out the data recording sheets as you
ask: Who wants to tell me one thing that they learned yesterday? (Call on 3 students). Today we are going to be
learning more about the soil that makes up a floodplain. There are different types of soil, three of which we
have here today. The three we have are clay, silt, and sand. Clay is a tightly packed substance, it looks like this
(hold up some clay in your hand). Silt is less dense than clay (hold up some silt in your hands). Sand is the least
dense of them all (hold up sand in your hand).
(15 min) Engagement/participation Look at your data recording sheet. In the first table that you see, fill in
the far left column with the name of the contents of the six baskets along the wall: wet silt, wet sand, wet clay,
dry silt, dry sand, and dry clay. At that station you will be feeling the different types of soils and recording your
observations in your chart.
- In the second table you will be taking a look at these two clear buckets at the front of the room. In one
bucket is a mixture of just silt and sand; in the other is silt, sand, and clay. You are going to record what you
observe about the water as it is retained by the soils in each bucket.
- Split the students up into three groups: one group to the wet soil, one group to the dry soil, and one group to
the clear buckets at the front. Rotate the groups every five minutes.
- At the wet and dry soil stations, give the students the opportunity to put their hands in the soil and feel around.
Advise them to use their non-dominant hand so they can still write cleanly.
(7-10 min) Closure/Practice Looking at all of the data you gathered, write a conclusion regarding what sort
of soil you think a floodplain is made out of. Is it all three soils? Just one? Also, based on your data, select one
type of soil as a solution for the flooding problem. Explain why your choices using evidence from your
observations. Write at least four sentences explaining your point of view. When students have finished their
conclusions, collect them for grading.
 Lesson # 3 of 4

Name: Jessica Wewers Content Area: Science- Floods

Date: 9/28/17 Grade Level: 4th

Goal(s):
CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to write or speak
about the subject knowledgeably.
CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their
own clearly.

Planning:
This part of the unit involves the students exploring information about floods in groups and compiling the
important information into a slideshow. This works on both team work skills as well as researching skills. Note:
Discern the groups before the lesson begins to make that portion go smoothly. Total time for lesson: 40 minutes.

Objective(s): Objectives
Students will identify how flooding impacts a community by typing the
:
information in a slideshow presentation.

Vocabulary
Criteria, presentation, floodplain, riverbed, impact
Language Function
Seeking Information (through research) and Inform (through creating the
slideshow)
Informal: Students will identify one fact about the cause of flash flooding and one
Assessment: protective measure to discuss with their groups.
Formal: In groups, students will collaboratively create a slideshow presentation that
meets all four criterion.

Materials Needed:

o Computers to create presentation

o Pre-researched homework
o Criterion written on the dry-erase board

Procedures:
(10 min) Introduction Yesterday we explored different types of soils. Who wants to tell me the three types
of soils? (Call until they get the three correct.) Today we are going to explore more about the conclusions we
made yesterday. As for what type of soil is found in a floodplain, this is a breakdown of the layers found under
the ground. As you can see there is clay, silt, and sand under the ground. There is also a layer of bedrock if you
go down far enough. Today we are going to look at the effects of flooding in our local community since it is a
floodplain as well as the defenses and precautions that we can take to lessen the impact of the floods. We are
going to be preparing a slideshow to report our information in groups. The criteria for the slideshow is on the
board. Who wants to read the first criteria? Call on one student. 3 facts about the cause of flash flooding What
would that look like? Would Flash flooding is scary and dangerous be a fact? Why not? Because it is an
opinion. Who wants to give me an example of a fact that they learned over the last few days? (Call on one or
two students). Move on to the next criteria At least 2 solutions to the flooding problem. The solutions are
what you are going to research today. You need at least two. So could I have four solutions? 8? 25? Yes, you
could have 25 but you have other information to research and add to the presentation so keep it closer to two
please. What is the next criteria? (At least three graphics to support information.) Again, could I have more than
three? Yes. But you do have other information to focus on and you want to have all four criteria in your
presentation. The last thing I want you to add at the end is a Works Cited of the sites and books that you used to
research for this presentation. For this particular project, I just want you to copy and paste the URLs and type in
the title of the book(s) that you have used.
(30 min) Engagement/participation There are books at the back of the room that you can use as well as the
following websites for protection against flooding: https://www.fema.gov/news-release/2011/07/26/ways-
protect-your-home-flooding, http://www.bankrate.com/finance/weather/natural-disasters/6-ways-protect-home-
flooding.aspx, https://www.houselogic.com/finances-taxes/home-insurance/protect-yourself-and-your-home-
flooding/ and for general impacts: http://eschooltoday.com/natural-disasters/floods/effects-of-flooding.html,
http://www.floodsite.net/juniorfloodsite/html/en/student/thingstoknow/geography/risk4.html, and for local
effects: http://www.chicagotribune.com/suburbs/lake-county-news-sun/news/ct-lns-flooding-northern-illinois-
st-0716-20170715-story.html, http://chicago.cbslocal.com/2017/07/13/flooding-north-suburbs-gurnee-
lincolnshire/, http://abc7chicago.com/weather/des-plaines-fox-rivers-continue-to-rise-as-north-suburbs-brace-
for-more-flooding/2220265/. Take into consideration: What river do we live near? (The Des Plaines River).
What sort of damage have the recent floods created in that community? Each of you will find one fact about the
cause of flash flooding and one protective measure to share with your groups. Write them out on a sheet of
paper so that I can collect them when youre done working.
- Assign the students to their groups and give them time to work. Once they begin working, walk around to
answer any questions that they may have or to guide them back on track if they get off task. Give students a five
minute warning so they know that they have to finish what they are doing.
(5 min) Closure/Practice After time is up, explain to the students that they will be presenting in their groups
tomorrow. They will have a few minutes the next day to sort out who will say what. After that, have students
put all materials away to prepare for the next lesson.
 Lesson # 4 of 4

Name: Jessica Wewers Content Area: Science- Floods

Date: 9/28/17 Grade Level: 4th

Goal(s):
CCSS.ELA-Literacy.W.4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take
notes and categorize information, and provide a list of sources.

Planning:
This is the final lesson in the unit. The students will be presenting what they learned today to inform their peers
about flash flooding and the solutions that can be implemented to reduce their impact. The groups will be self-
assessing and their peers will be assessing them as well. Note: Before the beginning of the lesson, be sure to
have the criteria needed for speaking written out on the board. Total time for lesson: 30 minutes.

Objective(s): Objectives
Students will exhibit the four criteria for their slideshow when presenting
:
to the class.

Vocabulary
Criteria, self-assess, slideshow, presentation
Language Function
Inform (through presenting)
Informal: Students will self-assess themselves and peer assess each other after
Assessment: presenting on the criterion for the slideshow.
Formal: The teacher will assess the groups on their four criterion for research.

Materials Needed:

o Students presentations
o Projector
o Self-assessment/peer-assessment on board
o Instructor assessment form

Procedures:

(5 min) Introduction Over the last few days we have been researching about floods as they pertain to our
community. Today, we are going to share what we have learned with each other. There will be some overlap in
information but that is okay, it just means that we all share a common understanding of what floods are, what
damage they can do, and how to protect ourselves. On the board is our speaking guidelines. Remember when
you are speaking to make eye-contact. Everyone make eye contact with someone in the room right now. Now
choose someone else. Okay, we must also project our voices. Everyone open their mouths wide and say
Flood. Imagine pushing the word to the other side of the room so that they can hear you. Ready, set, go!
Good. Now speak like that through your presentations so that all of your classmates can hear what you have to
say. The final guideline is to not just read from your slides. This is important because it will help you to make
eye contact and be more engaging with your audience. Imagine if I stood here and read with my back to you in
order to tell you the criteria. Would any of you want to pay attention? We all want to hear what you have to say
so say it loud, proud, and confidently.
(20 min) Engagement/participation Give the students a few minutes in their groups to decide who is going
to speak at what point. After those few minutes, gather them back in around the projector and draw the first
group number. These numbers can come from slips of paper that are compiled into a cup or if you use Popsicle
sticks to draw numbers for class those would work, too.
- After each presentation, ask for the members to verbally self-assess their performance. After they had
given their own feedback, have three students in the audience give them some feedback. Then move on
to the next group. Continue this feedback pattern after every group. As the teacher, you will fill out a
feedback form for the groups after they are done speaking.
(5 min) Closure/Practice Once all groups have gone, have them return to their normal seating arrangements
and ask for three students to tell what they have learned over the past few days. How does knowing the cause of
a flood help us to find a solution? The next science topic would be another natural disaster, one less local, and
that is earthquakes.